The University Of Montana
Missoula College
Department of Applied Computing and Electronics
Course Syllabus
CSCI 215E Social and Ethical Issues in Computer Science
Sections 01
Credits: 3
Prerequisites: WRIT 101 College Writing
Syllabus Last Revised: January 2016
Class Meetings: TR 12:40-2:00 HB01
Final Exam: TBD
Faculty Contact
Tom Gallagher, Associate Professor
Thomas.Gallagher@Umontana.edu
Office Hours: TBD
Phone: 406.243.7814
Office Location: Missoula College Campus - Griz House 8
Course Description
Exploration of ethical issues in the field of computing. Skills needed to identify and analyze various ethical concerns.
Standard ethical concepts and theories, methods of ethical analysis. Strong emphasis on practical application of the
ethical process.
Course Overview
Social and Ethical Issues in Computer Science studies ethical decision making in the complex world of information
technology. The course begins with a survey of general ethical principles and decision making processes, examining
effective tools and guidelines to resolve complex dilemmas. The remainder of the course explores information
technology-specific ethical issues. Included will be discussions on professionalism involving business relationships,
codes of ethics, accountability and licensure; intellectual property including patents copyrights, and trade secrets;
online behavior including SPAM, hacking, and social engineering; and privacy issues such as data mining, surveillance,
and transaction generated information.
In addition to the ethical component of the course, CSCI215E fulfills a lower division writing requirement. Assignments
focus on basic grammar, sentence structure, mechanics capitalization and punctuation), paragraph structure, topic
sentences, thesis statements, and introductory and closing paragraphs.
This course explores ethical issues in the field of computing. Students will develop the skills needed to identify and
analyze various ethical concerns. We will cover standard ethical concepts and theories, as well as standard methods of
ethical analysis. I place a strong emphasis on practical application of the ethical process.
This means that once you’ve learned the basics of ethical analysis, you’ll apply that information to different scenarios.
It’s important to keep in mind that the field of ethics considers many different viewpoints. A good ethicist will fairly
evaluate positions that may, on a personal level, be far outside his or her comfort zone. I expect you to become good
ethicists! Your ethical analysis work will usually be in the form of an essay, so you’ll practice your writing skills at the
same time that you practice your ethics skills. Initial writing assignments will work on grammar, punctuation, and
sentence structure. In short order, we’ll move to topic sentences and paragraph structure, then expand to a full essay
with introduction, body text, closing, and thesis statements. Once we reach that point in the assignments, you’ll
continue using that format for the remainder of the semester.
This course requires reading, writing, reflection, and critical thinking! Each week expect to read around 50 pages and
write at least one page.
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Learner Outcomes
 Explain the positive impact of computers on society;

Explain the potential negative impact of computers on society;

Explain legal issues related to computing;

Describe professionalism and code of ethics;

Discuss post-9/11 legislation as it relates to computing including the USA Patriot Act

Identify and describe common ethical concepts and theories.

Analyze ethical dilemmas and articulate a clear, descriptive account prior to forming a normative course of
action.

Demonstrate one or more processes of philosophical analysis.

Identify common ethical issues facing professionals in the field of information technology.

Apply ethical concepts and an analytical process to common dilemmas found in the information technology
field.

Demonstrate writing competency in the following areas: development of idea, organization, appropriate voice,
proper mechanics, and relevance to assignment
General Education
CSCI 215E is a designated lower division writing course. It also fulfills the Ethical and Human Values Perspective 5
General Education Graduation Requirement as defined in The University of Montana Catalog.
Textbook
Quinn, M. J. (2012). Ethics for the information age. Upper Saddle River, NJ: Addison-Wesley. 5th Ed. ISBN 978-0-13285553-2
Adelson, H., Ledeen, K., & Lewis, H. (2008). Blown to bits: Your life, liberty, and happiness after the digital explosion.
(1st ed.). Addison-Wesley. ISBN 978-0-13-285553-2
Download PDF Format through Creative Commons Licensing: http://www.bitsbook.com/excerpts/
Reading
This course contains a significant volume of reading. Students are expected to complete a weekly reading assignment.
Reading will be assessed through classroom participation, writing assignments, and the final exam.
Assessment
Grades will be weighted and graded as follows:
Assessment Area Weighting:
Participation
20%
Weekly Reflection Paper (10) 30%
Analysis Paper (2)
30%
Final Exam
20%
Grading Scale:
90-100%
80-89%
70-79%
60-69%
A
B
C
D
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Academic Conduct
All students must practice academic honesty. Academic misconduct is subject to an academic penalty by the
course instructor and /or a disciplinary sanction by The University. All students need to be familiar with the
Student Conduct Code. The Code is available for review online at:
http://www.umt.edu/vpsa/policies/student_conduct.php
Using the Web to research materials and concepts is an integral part of learning in the twenty-first century. Studying
with other students is a productive method of learning. A certain amount of collaborating on concepts with other
students and using resources found on the Internet in an assignment is recommended. Copy and paste is not
acceptable. It is expected that each student will input his/her assignment into the computer, and each student must be
able to explain any assignment turned in.
The subject of plagiarism is discussed in Appendix A of the Quinn textbook (p. 491). Please be sure to review this
section of the textbook prior to submitting any assignments for the course.
Writing Requirements
Students are expected to demonstrate writing competency in the following areas: development of idea, organization,
appropriate voice, proper mechanics, and relevance to assignment. Writing will be assessed using reflection papers
and analysis papers.
All writings are to be submitted in hard copy format and should be completed using a word processor. Papers must be
double-spaced, contain a page number in the upper right-hand corner, and use the APA style for citations and
references. Cover page (see Appendix B) and a References page are required. No running headers. Use twelve (12)
point Times New Roman or Arial font style. Examples of general APA format can be found at the Purdue Online Writing
Lab https://owl.english.purdue.edu/owl/resource/560/01/. The Mansfield Library provides an APA Citation Style
Guide: http://libguides.lib.umt.edu/content.php?pid=3183&sid=17365.
In most cases, a third person narrative voice should be used in all writings. Prior to final submission, all papers are
required to complete the following process: final review by author, revision, peer review, revision and final submission.
An example cover page is found in the syllabus appendices. All writing assignments are due at the start of class.
Reflection Papers
This course requires students to write a weekly reflection paper based upon a topic covered in readings from the
Quinn textbook and discussion topics developed in the classroom. Ten (10) reflections papers are required. No title
page is needed for reflection papers, rather “Your Name” and “Reflection Paper #xx” should be included on separate
lines, single-spaced, in the upper right header of the document. Be sure to include references where needed.
Unless otherwise instructed, please write using third person voice. The expected length of a reflection paper is 300-400
words (approximately 1 page double-spaced). Citing reference using APA citation style is required. Consider a format
similar to a newspaper editorial. Reflection papers are assessed as follows:
Superior (++) indicates the submission meets the minimum length, contains limited
grammar/spelling/mechanical errors, and uses strong logic. 5 points
Acceptable (+) indicates the submission meets the minimum length, but needs improvement in the areas of
grammar/spelling/mechanical errors or logic. 4 points
Unacceptable (0) indicates either a missing submission or a submission which is unacceptable due to limited
length, excessive grammar/spelling/mechanical errors, or extremely poor logic. 0 points
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Analysis Papers
Analysis Papers provide students the opportunity to examine an ethical dilemma in greater depth. Topics for Analysis
Papers will be based upon readings from the in the Submissions are 1200-1500 words in length. A minimum of two
analysis papers are required each semester. Citing reference using APA citation style is required. Use third person
voice. Title page, Reference page, and APA citation style are required. Please do not use a running header.
Appendix B of the syllabus provides an assessment rubric which further describes requirements for analysis papers
Appendix C provides an example of the required title pate. Appendix D provides a copy of the Program-level Writing
Assessment Holistic Rubric for UM. All manuscripts must demonstrate writing competency at the proficient or
advanced level. Papers not meeting this criteria are required to be rewritten.
Dropping and Adding Courses or Changing Sections, Grading or Credit Status
University Policy for dropping courses or requesting grading/credit status changes can be found in the catalog:
http://www.umt.edu/registrar/students/dropadd.php. Students should become familiar with all academic policies
found in the catalog.
Disability Accommodations:
Eligible students with disabilities will receive appropriate accommodations in this course when requested in a timely
way. Please contact me if you will be requesting an accommodation. Please be prepared to provide a letter from your
DSS Coordinator. For more information, visit the Disability Services website at http://www.umt.edu/dss or call/text
406.243.2243.
Good luck this semester and I hope you enjoy the course!
Topic Outline (subject to revision)
1. Catalyst for Change
2. Introduction to Ethics
3. Networked Communications
4. Intellectual Property
5. Privacy I: Information Privacy
6. Privacy II: Government
7. Security
8. Reliability
9. Professional Ethics
10. Work and Wealth
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Appendix A: Curriculum Calendar - Spring Term 2016
(January 19, 2015 – subject to revision)
Week
1
2
3
4
5
6
7
Reading
Assignment
Quinn Ch. 1
Catalyst for
Change
Quinn Ch. 2
Intro to Ethics
Quinn Ch. 10
Work and
Wealth
Quinn Ch. 3
Networked
Communications
Quinn Ch. 4
Intellectual
Property
Quinn Ch. 5
Information
Privacy
Blown to Bits
8 No Reading
Quinn Ch. 6
Privacy and
9 Government
10
Quinn Ch. 7
Computer and
Network
11 Security
12 Blown to Bits
Quinn Ch. 8
Computer
13 Reliability
Quinn Ch. 9
Professional
14 Ethics
No Reading
15 Assignment
16
Tuesday
1.1 Introduction
Thursday
Writing
Assignment
2.1 Milestones
2.1 Relativism
2.2 Egoism/Kantianism
2/4 - Reflection
Paper 1 (RP1)
2.3 Utilitarianism
2.4 The Social Contract
2/11 - RP2
3.1 Communications
Technologies
3.2 Freedom of
Expression
2/18 - RP3
4.1 Rights &
Protection
4.2 Open Source &
Creative Commons
2/25 - RP4
5.1 Right of Privacy
5.3 Data Mining
Writing Workshop
5.2 Information
Disclosure
TBA
6.1 Government
Surveillance
6.3 Private & Public
6.2 Patriot Act
Databases
Holiday - Spring Break
7.1 Hacking &
Malware
Lewis – Online
Lectures: Google B2B
Part II
3/4 - RP5
3/11 - RP6
Analysis Paper 1
3/25 - RP7
7.2 Cyber Crime
4/10 - RP8
8.1 Computer
Reliability: Therac-25
4/15 - RP9
Finish Ch. 8: EULA
9.1 Codes of Ethics
Writing Workshop
Analysis Paper 2
9.2 Professions &
Whistleblowers
10.1 Automation &
Globalization
10.2 Digital Divide
Review for Final Exam
Final Exam Week
5/1 - RP10
No Writing
Assignment
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Appendix B: Analysis Paper Grading Rubric
CSCI 215E Ethics in Computer Science
Analysis Paper Grade Rubric
Name:
Score:
(max 50 points)
Understand the content found in the assigned readings and identify the ethical dilemma.
Demonstrate a strong understanding of the content and clearly identify multiple ethical dilemmas (5 points).
Demonstrate some understanding of the content and partially identify at least one ethical dilemma (3 points).
Demonstrate a limited or no understanding of the content or dilemma (1 point).
Identify the multiple perspectives and stakeholders associated with an issue
Identify more than one perspective on an issue (5 points).
Identify a singular perspective on an issue (3 points).
Inability to provide a definite perspective on an issue (1 point).
Use of ethical philosophy in forming an argument
Examine an issue through the use of multiple ethical philosophy (5 points).
Examine an issue using a singular ethical philosophy (3 points).
No use of ethical philosophy is found in the texts (1 points).
Use of analogies and/or examples in illustrating a dilemma
Writer has provided numerous examples or analogies to illustrate the dilemma (5 points).
Writer has provide at least one example or analogy to illustrate the dilemma (3 points).
Writer has not used a single example or analogy to illustrate the dilemma (1 point)
Compose written documents that are appropriate for a given audience or purpose (Learning Outcome 1)
The texts show a strong sense of purpose and audience. (5 points)
The texts show some attention to purpose and audience (3 points)
The texts show little understanding of purpose and/or audience (1 point)
Formulate and express opinions and ideas in writing (Learning Outcome 2)
Expression of ideas is articulate, developed, and well-organized. (5 points).
Expression of ideas may be vague, unclear, and/or unorganized at times (3 points).
Expression of ideas is confusing, minimal, or irrelevant; the organization is illogical or weak (1 point).
Use writing to learn and synthesize new concepts (Learning Outcome 3)
These texts demonstrate an ability to synthesize concepts (5 points).
These texts demonstrate developing ability to synthesize concepts. (3 points)
These texts demonstrate difficulty in synthesizing concepts. (1 point).
Find, evaluate, and use information effectively (Learning Outcome 5)
The texts consistently show the writer’s ability to evaluate and use information effectively (5 points).
The texts reveal the writer’s uneven ability to use information; use of information may be insufficient (3 points).
The writer’s use of information is inaccurate, inappropriate, or missing (2 points)
Appropriate use of APA writing conventions (Learning Outcome 6)
Demonstrate APA writing conventions with general success (5 points).
Demonstrate minimal knowledge of APA writing conventions (3 points).
Demonstrate little to no awareness of APA writing conventions (1 point).
Demonstrate appropriate English language usage (Learning Outcome 7)
While there may be a few errors in grammar, usage, and mechanics, a strong command of English language usage is
clearly evident (5 points).
A basic control of English language usage is apparent, even though frequent errors in grammar, usage, or mechanics
may occasionally hinder understanding (3 points).
Severe problems with grammar, usage, and mechanics show poor control of English language and impede
understanding (1 points).
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Appendix C: Cover Page Example
Assignment Name
by
Student Name
Submitted to
Thomas Gallagher
In Partial Fulfillment of Requirements for
CSCI 215E Societal and Ethical Issues in Computer Science
The University of Montana
Spring 2016
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Appendix D: UM-Missoula University-wide Program-level
Writing Assessment Holistic Rubric
(Created by the ASCRC Writing Committee, Revised May 13, 2013)
Learning Outcomes for Approved Writing Courses
1.
2.
3.
4.
5.
6.
7.
Compose written documents that are appropriate for a given audience or purpose
Formulate and express opinions and ideas in writing
Use writing to learn and synthesize new concepts
Revise written work based on constructive feedback
Find, evaluate, and use information effectively
Begin to use discipline-specific writing conventions (largely style conventions like APA or MLA)
Demonstrate appropriate English language usage
Score 4: Advanced
The texts show a strong sense of purpose and audience. Expression of ideas is articulate, developed, and
well-organized. These texts demonstrate a clear ability to synthesize concepts. The texts consistently
show the writer’s ability to evaluate and use information effectively. Writing style (word choice and
sentence fluency) is highly effective for the purpose and audience. The writer is beginning to use
discipline-specific writing conventions with general success. While there may be a few errors in
grammar, usage, and mechanics, a strong command of English language usage is clearly evident.
Score 3: Proficient
The texts show a clear sense of purpose and audience. Expression of ideas is generally developed and
organized. These texts demonstrate an ability to synthesize concepts. The texts show the writer’s ability
to evaluate and use information. Writing style (word choice and sentence fluency) is effective for the
purpose and audience. The writer is beginning to use discipline-specific writing conventions with
uneven success. While there may be some errors in grammar, usage, and mechanics, a competency in
English language usage is evident.
Score 2: Nearing Proficiency
The texts show some attention to purpose and audience. Expression of ideas may be vague, unclear,
and/or unorganized at times. These texts demonstrate developing ability to synthesize concepts. The
texts reveal the writer’s uneven ability to use information; use of information may be
insufficient. Writing style (word choice and sentence fluency) is sometimes ineffective for the purpose
and audience. The writer shows minimal knowledge of discipline-specific writing conventions. A basic
control of English language usage is apparent, even though frequent errors in grammar, usage, or
mechanics may occasionally hinder understanding.
Score 1: Novice
The texts show little understanding of purpose and/or audience. Expression of ideas is confusing,
minimal, or irrelevant; the organization is illogical or weak. These texts demonstrate difficulty in
synthesizing concepts. The writer’s use of information is inaccurate, inappropriate, or missing. Writing
style (word choice and sentence fluency) is not effective for the purpose and audience. The writer
shows little to no awareness of discipline-specific writing conventions. Severe problems with grammar,
usage, and mechanics show poor control of English language and impede understanding.
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